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Using TAKS Data to Improve Instruction for English Language Learners

Using TAKS Data to Improve Instruction for English Language Learners. Vicki Dimock, Phillip Eaglin, and Cheryl Harris April 12, 2007. Finding TAKS Data and Reports. http://k12testing.tx.ncspearson.com/AssessmentResults/. Examining the Data.

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Using TAKS Data to Improve Instruction for English Language Learners

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  1. Using TAKS Data to Improve Instruction for English Language Learners Vicki Dimock, Phillip Eaglin, and Cheryl Harris April 12, 2007

  2. Finding TAKS Data and Reports http://k12testing.tx.ncspearson.com/AssessmentResults/

  3. Examining the Data • On your region’s assessment report for the grade 10 and exit level science TAKS, highlight each “Average Percent of Items Correct” for the “Current LEP” student group. Compare that data to those of the “Other Non-LEP” group. • Working within your group, rank the objectives of both the grade 10 and exit level TAKS in order from lowest percent of items correct to highest percent of items correct. 10 min

  4. Reasons for Performance While doing your homework, what did you speculate about some of the reasons why particular exit level TAKS objectives might have better or worse performance by English language learners? 5 min

  5. Item Analysis • For your assigned TAKS objective, examine six to eighttest items from each of the grades 10 and 11 released tests; record characteristics that might make these items either more or less difficult for students in the LEP subgroup. • On chart paper, record two or three patterns your group observes; also be prepared to share teaching suggestions with the large group. 25 min

  6. Patterns and Implications Select a reporter to share the patterns briefly with the whole group.What are some suggestions for the teaching and learning of ELLs in high school science? 15 min

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